KNOWLEDGE AS UNDERSTANDING DEPENDS ON CONCEPTUAL OR THEORETICAL FRAMEWORK, WORLDVIEW OR ‘PARADIGM’
theme: Science is a human activity which brings to awareness aspects of reality
which were unknown but which were there all the time before they were
discovered. Possibilities for discovery
depend on the prevailing theoretical framework
or
worldview i.e. 'paradigm'. Progressive
scientific activity or the
'history
of science' can be
analysed and explained
in terms of
paradigms.
In
the paradigm of holistic science,
human scientific activity is a holistic process involving human
consciousness as knowledge
of their own
consciousness i.e.
'self-knowledge'as well as
objective experience or knowledge as
observation. With
self-knowledge or subjective knowlege the scientist understands content in context.
"Examining
the record of past research from the vantage of contemporary historiography, the
historian of science may be tempted to exclaim that when paradigms change, the
world itself changes with them. Led by a new paradigm, scientists adopt new
instruments and look in new places. Even more important, during revolutions
scientists see new and different things when looking with familiar instruments
in places they have looked before. It is rather as if the professional community
has been suddenly transported to another planet where familiar objects are seen
in a different light and are joined by unfamiliar ones as well. Of course,
nothing of quite that sort does occur: there is no geographical transplantation;
outside the laboratory everyday affairs usually continue as before.
Nevertheless, paradigm changes do cause scientists to see the world of their
research engagement differently. In so far as their only recourse to that world
is through what they see and do, we may want to say that after a revolution
scientists are responding to a different world." (Thomas Kuhn. 1962. The
Structure of Scientific Revolutions. Chicago: Chicago University Press.)
photo: Thomas Kuhn (1922-1995)( see www.des.emory.edu/mfp/Kuhnsnap.html )
human organism as a social organism...
Thomas Kuhn and his theory of 'scientific revolutions'... what is a paradigm?.. examples of paradigms...
'paradigm crisis' and 'paradigm debate'... paradigm shift... paradigm shift as basis for progress...
holistic science as looking glass science... relationship between physics and metaphysics...
The human organism as exploratory... 'science' as exploratory activity... science as the natural common sense inquiry rooted in the human instinct for self-preservation.
Man is the only animal able to formulate concepts. Thoughts color our perceptions of the world outside. Our perceptions are influenced by our upbringing, culture and past experiences. These all help to create a mental framework for our thoughts. The mental frameworks or 'concepts' lead to 'paradigm' They become our guideposts in life and help us to interpret events and circumstances in our environment. Everything is compared to how we think the world is or should be and we react accordingly. The person with inner freedom is able to adapt to the environment as it is rather than as he thinks it should be... irrespective of the paradigm....
Science is a human activity which brings to awareness aspects of reality which were unknown but which were there all the time before they were discovered.
Possibilities for discovery depend on perception determined by prevailing theoretical framework or 'paradigm'... determined by the state of awareness or 'consciousness'
"Kuhn teaches us that science is a looking glass activity in a looking-glass
universe. The new scientific theorists, called looking-glass scientists of
looking-glass science, tell us that the universe is a mirror or
'looking-glass' ...a reflection of the observer's consciousness... of a
'paradigm'. (J.P Briggs and D. Peat. Looking
Glass Universe: The Emerging Science of Wholeness)
theme: Science is a human activity which brings to awareness aspects of
reality which were unknown but which were there all the time before they were
discovered. Possibilities for discovery depend on the prevailing theoretical
framework or 'paradigm'.
ANOMALOUS DATA CREATE PARADIGM CRISIS, PARADIGM
DEBATE AND PARADIGM SHIFT
Data which do not fit the paradigm are 'anomalous'. Anomalous data
cannot be explained by the theoretical framework within which observations
have been made. As an example, the dual nature of light -
behaviour of photons as particles and waves – could not be explained by
the theory of classical
Newtonian mechanics . The occurrence of anomalous data results in the
inability of working scientists to communicate clearly with each other. The
result is the proposal of new theory to explain the anomalous data i.e.
‘paradigm crisis’. Paradigm crisis is followed by
controversy or 'paradigm debate'. In the course of a paradigm debate, some
will attempt to fit the anomalous data into the prevailing paradigm. Others
will promote the new theories to explain the anomalous data in
the context of a new paradigm. Kuhn explored the
periods of 'paradigm crises' when new theories would arise to explain the
observations considered to be anomalous. When the new theories are able to
explain anomalous data then a new paradigm replaces the old one. The
'spectacles' of the new worldview replace those of the old paradigm. The
theoretical framework changes and there is a shift in paradigm i.e. 'paradigm
shift'. A paradigm shift involves a change in the perception of reality.
As if through different coloured
spectacles. The perceptions of the working scientists change and
experiments are designed in the new paradigm. The data are interpreted in
terms of its support for or detraction from the new paradigm. The outcome
leads either to the continued validity of the old paradigm or to the
substantiated validity of the new paradigm. Each new generation of working
scientists accepts the structural framework of the prevailing paradigm as
'true'. The process continues and in this way science progresses, thus
'progressive science'. Progressive science is based on the recognition of the
role of the scientist as an important factor in the modification of a
prevailing paradigm.
Anomalous data which do not fit the theory bring about a 'paradigm crisis'.
HOLISTIC SCIENCE IS A 'LOOKING-GLASS SCIENCE'.
Kuhn's analysis of scientific paradigms explains the process of
progressive scientific activity or ‘science’. Science is a process which
involves the collection of facts or 'scientific data'. In addition science
involves the mental function of awareness or consciousness i.e. ‘perceptions’.
Perceptions are based on the individual’s understanding of reality or 'knowledge'.
Consciousness is the basis for the individual's understanding of reality or
'knowledge'. Knowledge is based on understanding of the nature of existence
i.e.
'truth'. The truth is a function of both physics and metaphysics. Physics
deals with facts and metaphysics deals with ideas. Relationships between
physics and metaphysics are considered carefully in the science of wholeness
or 'holistic
science'. Holistic science considers the relationship between the
objective experimental data and the subjective perceptions of the experimenter
i.e. ‘holistic
perception’. Human scientific activity is a holistic process which
involves human consciousness as well as the material world. It deals not only
with the scientist's observations but also the scientist's observations of the
scientist. This aspect of holistic science characterizes it as a science which
observes itself i.e. a 'looking-glass science'.
Perceptions are a function of
awareness or 'consciousness'.
What is a paradigm The word 'paradigm' was popularized by the American physicist turned historian Thomas Kuhn. Kuhn conceived of his book entitled The Structure of Scientific Revolutions (published in l962) while he was a graduate student in theoretical physics at Harvard University.
Kuhn analyzed the
nature of science in terms of the scientific activity of working scientists.
He focused on the question "what do scientists really do?" This question
relates to the fact that scientists design their experiments within the
context of a theoretical or conceptual framework based
on a belief or theory which forms a working model known as a 'paradigm'. A
paradigm is a shared perspective of reality or 'worldview'. A worldview is a way
of looking at the world as if through spectacles
In his book entitled The Structure of Scientific Revolutions (published
in 1962), Kuhn made a historical analysis of the
human process of discovery or ‘science’.
Science is natural common sense inquiry which is
rooted in the human instinct for self-preservation Kuhn analyzed the nature of
science in terms of the scientific activity of working scientists.
A paradigm is like a map which provides a general outline and direction for scientific activity. The nature of the paradigm determines the scientist's perceptions. The scientist designs experiments and analyses observations and experimental data within the context of a prevailing paradigm. Scientific assumptions are formulated within the context of the same paradigm. Examples of paradigms are the worldviews based on scientific theories such as quantum mechanics, the theory of relativity (Einstein), elementary particle nature of matter, and the flowing current model of electricity, the theory of evolution (Darwin), the planetary model of the atom (Bohr), and the double helix model of DNA (Watson and Crick).
"Kuhn uses the term 'paradigm' in one sense to denote 'the entire constellation, values, techniques and so on shared by the members of a given community.' In this sense - as a set of shared constructs - a paradigm in science is on the same order as other community-shared world views e.g. Buddhism.("We are what we think. All that we are arises with our thoughts.") The means by which paradigms are perpetuated and transmitted are akin to the process of socialization into any other group-specific reality. Professional training is a secondary specialization whereby the fledgling scientist acquires a role-specific paradigm." (Roger Walsh, M.D. PhD Frances Vaughan Ph.D. Beyond Ego: Transpersonal Dimensions of Psychology Los Angeles: J.P. Tarcher, Inc. 1980. p.30)
A paradigm can be likened to spectacles through which one perceives the world. Paradigms determine perceptions. In the world of science, a paradigm is a theoretical framework which provides a working model or theory. The theory supplies a general outline and direction for scientific activity. Experiments are designed within the theoretical framework of a paradigm and experimental data and observations are analysed within the context of the same framework. Data which cannot be explained by the theoretical structure within which the experiment has been designed... do not fit the paradigm are 'anomalous'. The 'anomalous' observations bring about a 'paradigm crisis'. New theories arise to explain the anomalous data and soon a new paradigm replaces the old one... result is a 'paradigm shift' and the theoretical framework changes. A new paradigm replaces the old one. The 'spectacles' of the old paradigm are replaced by those of another.
Kuhn made a historical analysis of the human process of discovery as natural common sense inquiry rooted in the human instinct for self-preservation i.e. 'scientific activity' or ‘science’.'mature science'
A paradigm is a worldview which is based on a belief, a theory or a model. A paradigm is like a map which provides a general outline and direction for scientific activity.
A paradigm determines the working scientist's perceptions. A paradigm determines the theoretical structure or framework within which the scientist designs experiments and analyses observations and experimental data.
The scientist designs experiments and analyses observations and experimental data within the context of a prevailing paradigm. Scientific assumptions are formulated within the context of the same paradigm.
Progressive science is based on the recognition of the role of the scientist as an important factor in the modification of a prevailing paradigm.
Progress in science ('progressive science') involves 'paradigm shifts' Kuhn explored the periods of paradigm crises when new theories would arise to explain the observations considered to be anomalous. When the new theories arise to explain the anomalous data then the prevailing paradigm is replaced by a new one. The 'spectacles' of the new paradigm replace those of the old paradigm. The theoretical framework changes and there is a shift in paradigm i.e. 'paradigm shift'. With the 'paradigm shift' there is a change of theoretical framework... the 'spectacles' of one paradigm are replaced by those of another. There is a change in the perception of reality as if through different coloured spectacles. With change in perception, experiments are designed within the theoretical framework of the new paradigm. The data are interpreted in terms of its support for or detraction from the new paradigm. The outcome leads either to the continued validity of the old paradigm or to the substantiated validity of the new paradigm. Each new generation of working scientists accepts the structural framework of the prevailing paradigm as the true nature of reality or 'truth'.
The process continues and in this way science changes... paradigm shifts are the basis for progress in science or 'progressive science'.
"New perspectives are emerging from scientific philosophy which suggest the new worldview required for a new way of thinking... for half a century we have been in the midst of a conceptual revolution that is once again changing the scientist's conception of space, matter, force, and the structure of the universe." (Kuhn T. The Copernican Revolution Cambridge, Mass.: Harvard University Press 1957)
With Kuhn's analysis of working
'looking-glass universe'. Human
scientific activity is a holistic process involving
perception of the whole
or
'holistic perception' ...involving
metaphysics
as well physics.
Physics
deals with the physical world. Metaphysics deals with the nature of existence,
‘truth’ and
knowledge. Human scientific
activity is a holistic
His theory of the structure scientific revolutions was a landmark in the intellectual history of the twentieth century. Whereas a philosopher might pose the question ‘what is science’ in terms of what scientists 'should' do when they perform experiments and make theories, Kuhn posed the question in terms of what scientists in fact do.
He analysed the nature of science in terms of the definition of science as 'scientific activity'. His historical analysis of scientific activity explains the process of science… shows that what scientists really do is a matter question of formulating theories based on given assumptions. The assumptions are consistent with the prevailing perspective of reality or worldview i.e. model or ‘paradigm’. For most working scientists, major theories are paradigms. The prevailing paradigm provides the context within which new theories are formulated... and science progresses. This is ‘progressive science’. Progressive science involves changes in paradigms.
Kuhn's argument for scientific revolutions Kuhn argued that scientific activity is not only objective but progressive as well. Before the book was published the prevailing view ('orthodox science') of the progress science was the notion that change in the history of science is due to a strictly rational or ‘objective’ process. He argued that though progress in science does involve the rational accumulation of knowledge it does so within the framework of definite intellectual periods which are separated by intellectual revolutions – paradigm crisis, paradigm debate and paradigm shift . He referred to the intellectual revolutions as ‘scientific revolutions’. A scientific revolution involves the replacement of a prevailing paradigm by another more appropriate one.
But in the event of errrs and an unknown complexity of intervening factors in an experimental situation, strict adherence to falsification testing is not enough to accommodate or account for the necessary modification and adjustments to prevailing theories and assumptions. Kuhn
explored the periods of 'paradigm
crises' when new theories arise to explain
observations considered anomalous within a prevailing
paradigm. Such controversial situations should not exist if they
en the new theories are able to explain anomalous data then a new paradigm replaces the old one. The 'spectacles' of the new worldview replace those of the old paradigm. The theoretical framework changes and there is a shift in paradigm i.e. 'paradigm shift'. A paradigm shift involves a change in the perception of reality as if through different coloured spectacles. The perceptions of the working scientists change and experiments are designed in the new paradigm. The data are interpreted in terms of its support for or detraction from the new paradigm. The outcome leads either to the continued validity of the old paradigm or to the substantiated validity of the new paradigm. Each new generation of working scientists accepts the structural framework of the prevailing paradigm as 'true'. The process continues and in this way science progresses, thus 'progressive science'.
But if an experimental situation involves an unknown complexity of factors then even strict adherence to falsification testing is not enough to accommodate allthe modifications which must be made to a prevailing theory. It is necessary to include the role of the scientist.
" There is a new paradigm or worldview that reflects a more integrative point of view... the collective, cooperative, and organizational aspects of nature..." (Paul Davies. The Cosmic Blueprint: New Discoveries in Nature's Creative Ability to Order the Universe" New York: Simon & Schuster 1988)
"There is a new 'paradigm' - a change in consciousness from seeing the world in a mechanical way (Newtonian paradigm of regularity, order, precisipon, and predicatability). New dialectic between 'phenomenon and perception' - puts more emphasis on human response and subjectivity. In this new paradigm, our understanding of the world - reality - is mediated by language, beliefs, values, and ways of being... Our perception and images of the world affect our experience of the world." (David Purpel, 1989. The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education. Masschusetts, Bergin and Garvey Publishers, Inc. 133)
Some examples of paradigms in the history of scientific thought the worldviews which are based on scientific theories: the mind-body dualism (Descartes), planetary model of the atom (Bohr), elementary particle nature of matter (Newton), the flowing current model of electricity, the theory of evolution (Darwin), the double helix model of DNA (Watson and Crick), the theory of relativity (Einstein), discontinuous structure of nature (quantum mechanics) and so on..
Kuhn based his theory of scientific progress in terms of the definition of science as 'scientific activity' He analysed the nature of science in terms of the definition of science as 'scientific activity'. His historical analysis of scientific activity explains the process of science… shows that what scientists really do is a matter question of formulating theories based on given assumptions. The assumptions are consistent with the prevailing perspective of reality or worldview i.e. ‘paradigm’. In fact scientists design their experiments and make their observations within the context of a theoretical or conceptual framework based on a belief or theory which forms a working model or 'paradigm'. A paradigm is a shared perspective of reality... a way of looking at the world as if through coloured spectacles. A paradigm is a 'worldview' or 'map' which provides a general outline and direction for scientific activity. The nature of the paradigm determines the assumptions upon which scientists evaluate their observations i.e. their 'perceptions'. The scientists' perceptions are based on the prevailing paradigm such as that of classic science or 'reductionism'. Experiments are designed, observations or 'experimental data' are analysed within the context of the same paradigm. Theories or 'hypotheses' are formulated and then tested with the possibility of giving rise to new paradigms.
Anomalous data create 'paradigm crisis' and 'paradigm debate'
Data which cannot be explained by the theoretical structure or paradigm within which it was observed are considered to be 'anomalous'. Anomalous data do not 'fit'.
(An example of a paradigm crisis is the inability of classical Newtonian mechanics to explain the dual nature of light... the behaviour of photons as waves and particles.)
Anomalous data which cannot be explained by the theoretical structure of the prevailing paradigm result in the scientists' inability to communicate clearly with each other... they bring about a ‘paradigm crisis’.
... in different paradigms are unable to communicate clearly. They "talk through each other" and the result is a 'paradigm debate'.
Paradigm crises leads to the proposal of new theories to explain the anomalous data leading to controversy or 'paradigm debate'. In the course of a paradigm debate, some will attempt to fit the anomalous data into the prevailing paradigm. Others will promote the new theories to explain the anomalous data in the context of a new paradigm. Anomalous data which do not fit the theory bring about a ‘paradigm crisis’.... leads to proposal of new theory to explain the anomalous data followed by controversy or 'paradigm debate'. A paradigm debate can sometimes be resolved if it is subjected to the method of falsification testing promoted by science philosopher Karl Popper. Some scientists will try to fit the anomalous data into the prevailing paradigm. Others will propose new theories to explain the anomalous data In a new paradigm. Anomalous data which do not fit the paradigm bring about a 'paradigm crisis'. In a paradigm crisis scientists are unable to communicate clearly if they work within different paradigms... they 'talk through each other' and the result is a 'paradigm debate'. As a result the theoretical framework changes there is a 'paradigm shift'.
A paradigm shift involves a change in the perception of
"Examining the record of past research from the vantage of contemporary historiography, the historian of science may be tempted to exclaim that when paradigms change, the world itself changes with them. Led by a new paradigm, scientists adopt new instruments and look in new places. Even more important, during revolutions scientists see new and different things when looking with familiar instruments in places they have looked before. It is rather as if the professional community has been suddenly transported to another planet where familiar objects are seen in a different light and are joined by unfamiliar ones as well. Of course, nothing of quite that sort does occur: there is no geographical transplantation; outside the laboratory everyday affairs usually continue as before. Nevertheless, paradigm changes do cause scientists to see the world of their research engagement differently. In so far as their only recourse to that world is through what they see and do, we may want to say that after a revolution scientists are responding to a different world." (Thomas Kuhn. 1962. The Structure of Scientific Revolutions. Chicago: Chicago University Press.)
Humanistic approach to ‘science’... concept of science as the human process of truth-finding which involves the functions of emotion and cognition operating together... emotion is synergic with cognition.
Holistic science is a 'looking-glass science':analysis of science includes analysis of the scientist ...a science which observes itself (Reality as consciousness)
Kuhn's analysis of scientific paradigms explains the process of progressive scientific activity or ‘science’. Science is a process which involves the collection of facts or 'scientific data'. In addition science involves the mental function of awareness or consciousness i.e. ‘perceptions’. Perceptions are based on the individual’s understanding of reality ... awareness or 'consciousness'. Consciousness is the basis for the individual's understanding of reality or 'knowledge'. Knowledge is based on understanding of the nature of existence i.e. 'truth'. The truth is a function of both physics and metaphysics. Physics deals with facts and metaphysics deals with ideas. Relationships between physics and metaphysics are considered carefully in the science of wholeness or 'holistic science'. Holistic science considers the relationship between the objective experimental data and the subjective perceptions of the experimenter i.e. ‘holistic perception’.
According to the new scientific theorists - looking-glass scientists of looking-glass science - the universe is a mirror or 'looking-glass'... a reflection of the observer's consciousness.... of a 'paradigm'.
In this sense
reality is
consciousness and
science is a
human
activity which brings to awareness aspects
of
reality which were unknown but which were there all the time before they were
'discovered'.
Scientific activity is the activity of discovery.
"Kuhn teaches us that science is a looking glass activity in a looking-glass universe. The new scientific theorists, called looking-glass scientists of looking-glass science, tell us that the universe is a mirror or 'looking-glass' ...a reflection of the observer's consciousness... of a 'paradigm'. (J.P Briggs and D. Peat. Looking Glass Universe: The Emerging Science of Wholeness)
Holistic science considers the relationship between physics and metaphysics
Human scientific activity is a holistic process involving ‘holistic perspective’ of holistic perception'.… metaphysics as well physics. Physics deals with the
physical world. Metaphysics deals with the nature of existence, ‘truth’ and knowledge. Human scientific
activity is a holistic
involving consciousness as well as the material world. Human scientific activity is a holistic process
involving the experimenter and the observer as well as experimentation and observation. These
relationships are examined
i.e. ‘holistic science'.
Progressive science is based on the recognition of the role of the scientist as an important factor in the modification of a prevailing paradigm. Human scientific activity is a holistic process which involves not only the observation of the material world - collection of facts or 'scientific data' but also human awareness or 'consciousness' in the form of ‘perception’. Perceptions are based on the individual’s understanding of reality or 'knowledge'. Knowledge is based on understanding of the nature of existence or 'truth'. The truth is a function of both physics and metaphysics. Physics deals with facts and metaphysics deals with ideas or 'concepts' about the nature of existence, truth and knowledge. The connections between physics and metaphysics are considered to be of great significance in the science of 'connectedness' or 'wholeness' i.e. 'holistic science'. Holistic science is concerned not only with objective experimental data but also with the relationship between the scientist's observations and their subjective perceptions. Valid scientific analysis depends on the scientist's ability to perceive connections between the wholes and the parts which make them up. i.e. ‘holistic perception’.
For this reason holistic science
is
characterized
as a science observing itself
or a 'looking-glass
science'.
"Kuhn teaches us that science is a looking glass activity in a looking-glass universe. The new scientific theorists, called looking-glass
scientists of looking-glass science, tell us that the universe is a mirror or
'looking-glass' ...a reflection of the observer's consciousness... of a
'paradigm'."
(J. P Briggs and D.Peat. Looking Glass
Universe: The Emerging Science of Wholeness)
As in the progress of science, progress in education also involves changes in paradigms. The paradigms in education are defined by educational theories. The replacement of one theory by another brings about new paradigms and the result is progress in education. The traditional paradigm of education is based on the theory of learning as conditioning, extrinsic motivation, and teaching as instruction. The traditional paradigm is being replaced by the new holistic paradigm which is based on theories of experiential learning, intrinsic motivation and teaching as the facilitation of learning. It is the holistic paradigm... the new teaching paradigm... which defines the new methodology for teaching - teaching the whole child... teaching as fostering growth through learning - intellectual, emotional, psychological, aesthetic and spiritual development of personality and character i.e. 'moral development'. The holistic paradigm is concerned with development of moral consciousness or 'conscience'. Conscience or 'soul' is the source of the values for human living i.e. 'human values'.
The evolution of education… educational progress… educational theories
Can also be described in terms of revolutions which correlate with scientific
revolutions. There is a paradigm
shift in education … also a result of the change in theoretical framework
... ‘fundamental
shift’.
Just as
science is progressive, education is progressive (‘progressive education’).
A paradigm debate can sometimes
be resolved if it is subjected to the method of falsification testing promoted
by science philosopher Karl Popper.
The traditional paradigm of
education is based on the theory of learning as conditioning, extrinsic
motivation, and teaching as instruction.
The holistic paradigm is based on theories of experiential learning, intrinsic
motivation and teaching as the facilitation of learning.
moral development... The new teaching paradigm
teaches for intellectual, emotional, psychological, and spiritual development
i.e. character or' moral development'.
A Teaching Paradigm For Humane Education
In the traditional paradigm of education, school education as conceived as an
effective way for adapting children to the
rise of industrialism and to teach them the knowledge and the discipline which
they would need to adapt to the demands of an industrial society (1).
Traditional education emphasizes the mechanics of learning factual knowledge
and focuses on the methods of teaching (2). Traditional methods of teaching
were justified by the behavioural sciences and based on the premise that
learning involves the conscious part of the brain only (3). In the context of
conditioned learning, the role of the
teacher
is to define the outcomes of learning and to decide what and how their
students should learn (4). In the context of learning outcomes and lesson
plans, the evaluation of learning
is in terms of conditioned responses and passive learning (5). Knowledge and
understanding are assessed and measured in numerical terms... success is met
with the rewards of recognition
and high grades; failure is met with lack of recognition and
the
punishment of low and failing grades (6). In the context of this standardized
grading system, children learn to depend for their motivation on factors which
are extrinsic to themselves... they become extrinsically motivated (7).
Declining motivation is thought to be a cause for declining standards and the
traditional paradigm of education is being seriously questioned today (9).
Development of human values
is the aim of 'holistic
education'.
The evolution of education… educational progress… educational theories
Can also be described in terms of revolutions which correlate with the scientific revolutions. There is a paradigm shift in education … also a result of the change in theoretical framework ... ‘fundamental shift’. Just as science is progressive, education is progressive (‘progressive education’).
The history of educational practice is based on paradigms, paradigm crises, paradigm debates and paradigm shifts. A paradigm in education is a theoretical framework within which methodologies of educational practice are designed. The paradigm of so-called 'traditional' education is based on a belief that the learning process is a matter of conditioning and is therefore passive. The traditional paradigm for teaching is based on the assumption that effective learning involves learner motivation for external rewards. Consequently the function of the teacher is to decide what and how the students should learn. This traditional paradigm of teaching and learning is seriously questioned today... 'paradigm crisis'. On the basis of recent findings in brain research, it turns out that learning is most effective when it involves the brain's natural function of creating meaning from experience... 'paradigm anomaly'. Effective learning is active and involves motivation for the intrinsic rewards of knolwedge and understanding.. 'paradigm shift'. In the new teaching paradigm described as integrative, configurative or 'holistic', the teacher's function is to empower the learner and facilitate natural learning..
"The discoveries of Rudolf Steiner concerning the interrelationships of body, soul and spirit represent a new educational paradigm which ... can provide a secure theoretical and practical foundation for a holistic education that directs itself to educate the whole person for the whole of life." ("Gerald Karnow "Educating the Whole Person for the Whole of Life" Holistic Education Review, Spring, 1992)
“Different worldviews can lead to either expanded or limited domains. Domains within holistic education emphasize multidimensionality, wholeness, multiple perspectives, love as caring…” (John Miller Holistic Curriculum)